Does attending a STEM high school improve student performance? Evidence from New York City

Wiswall, Matthew; Stiefel, Leanna; Schwartz, Amy Ellen; Boccardo, Jessica

doi:10.1016/j.econedurev.2014.01.005

Cited by 57 publications

(54 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Compared to students at traditional high schools, those who attend inclusive STEM schools have been found to participate in more extracurricular STEM activities and have more interest in and positive attitudes toward STEM subjects [30,32]. Some studies also show that students at inclusive STEM schools are more likely to take early college STEM courses, have aspirations for postsecondary education, declare a STEM major and be interested in one or more STEM careers [30,33].…”

Section: Inclusive Stem High Schoolsmentioning

confidence: 99%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

View full text Add to dashboard Cite

Abstract:Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project-and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students' ability beliefs for both science and math. Further, mediation analysis using Hayes' (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

show abstract

Section: Inclusive Stem High Schoolsmentioning

confidence: 99%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

View full text Add to dashboard Cite

show abstract

“…The salient result of this study was the positive effect of STEM designation for Hispanic students. Previous studies' results showed that Hispanic students' mathematics achievement in STEM schools was higher than Hispanic students' scores in non-STEM schools in mathematics, reading, and science (Erdogan, 2014;Öner, 2015;Wiswall et al, 2014). In terms of questioning the effectiveness of STEM schools for Hispanic students, the results showed that STEM schools fulfill their promises for this specific group.…”

Section: Discussionmentioning

confidence: 73%

“…Charter schools were compared to traditional schools in several studies (see Barr et al, 2006;Gutierrez, 2012;Pardo, 2013;Rose 2013;Tuttle et al, , 2013Woodworth et al, 2008). In addition to that, previous studies focusing on comparing STEM schools to traditional public schools were conducted (see Bicer et al, 2015;Erdogan, 2014;Means et al, 2014;Öner, 2015;Öner & Capraro, 2016;Philips, 2013;Wiswall et al, 2014;Young et al, 2011). However this study fills the gap in the literature in terms of investigating charter schools as they transform into a T-STEM academy.…”

Section: Discussionmentioning

confidence: 99%

“…As for STEM schools, when overall students' achievement in STEM schools and non-STEM schools were compared, some studies (Means, Wang, Young, House, & Lynch, 2014;Scott, 2012;Young et al, 2011) showed difference between these schools whereas some studies (Bicer et al, 2015;Erdogan, 2014;Öner & Capraro, 2016;Philips, 2013;Wiswall, Stiefel, Schwartz, & Boccardo, 2014) showed no difference. Young and her colleagues (2011) and Scott (2012) reported that all students in STEM schools outperformed counterparts in 9 th ,10 th and 11 th grade mathematics as well as 11 th grade reading.…”

Section: Charter Schools and Stem Schools Versus Traditional Public Smentioning

confidence: 99%

“…When overall students were considered some researchers reported no difference between two schools type; however, when demographic variables was considered separately, then results showed difference. For instance, when gender was taken into account, female STEM students had higher scores than others in mathematics (Bicer et al, 2015;Erdogan, 2014), reading (Erdogan, 2014), and biology (Wiswall et al, 2014) whereas male students in STEM schools outperformed male non-STEM students in science (Erdogan, 2014;Wiswall et al, 2014), mathematics and reading (Erdogan, 2014). Hispanic students in STEM schools performed better than Hispanic students in non-STEM schools in mathematics, science and reading (Erdogan, 2014;Wiswall et al, 2014).…”

Section: Charter Schools and Stem Schools Versus Traditional Public Smentioning

confidence: 99%

See 2 more Smart Citations

The Effect Of T-STEM Designation On Charter Schools: A Longitudinal Examination Of Students’ Mathematics Achievement

Oner¹,

Capraro²,

Capraro³

2016

SUJE

View full text Add to dashboard Cite

STEM interested students and graduates shape the future of a country. However, in the U.S., the number of STEM graduates was not sufficient; therefore, to increase this number, STEM school designation started. The number of STEM schools has been increasing and Texas was one of the states showing growth over time. STEM schools in Texas (T-STEM) were converted from different schools by specific procedures. The highest number of T-STEM conversion was from charter schools. The effectiveness of T-STEM charter schools compared to regular charter schools (non-T-STEM charter) was worth to examine because the number of T-STEM schools converted from charter schools was noteworthy. Moreover, the most important goal of T-STEM schools was to improve students' STEM achievement. In this study, to investigate the effectiveness of T-STEM charter schools, students' mathematics achievement over three years (through high school) was examined. There were 1481 participants in the study. To have comparable two groups, propensity score matching was used. After matching, hierarchical linear modeling was used to analyze students' mathematics achievement longitudinally considering student variables. The findings showed that T-STEM charter schools were effective to increase one minority group's (i.e. Hispanic students) mathematics achievement over time.

show abstract

Boosting the numbers of STEM majors? The role of high schools with a STEM program

et al. 2017

View full text Add to dashboard Cite

This article investigates whether attending a high school that offers a specialized science, technology, engineering, and/or mathematics program (high school with a STEM program) boosts the number of students majoring in STEM when they are in college. We use a longitudinal sample of students in North Carolina, whom we follow from middle school through college graduation, to estimate the effect of attending a high school with a STEM program on students' interest in STEM, odds of declaring, and chances of persisting in their intention to major in STEM. Although our multilevel models indicate that attending a high school with a STEM program has a positive association with students' STEM-related outcomes, once we control for sample self-selection through propensity score matching, we do not find evidence that attending high schools with a math and sciencefocused program significantly influences trajectories of STEM educational advantage for public school students in North Carolina. Our study concludes that perhaps even more important for college STEM success than what happens in high school is what STEM-related academic, familial, and formal/informal learning experiences the student had prior to entering high school.

show abstract

Does attending a STEM high school improve student performance? Evidence from New York City

Cited by 57 publications

References 36 publications

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

The Effect Of T-STEM Designation On Charter Schools: A Longitudinal Examination Of Students’ Mathematics Achievement

Boosting the numbers of STEM majors? The role of high schools with a STEM program

Contact Info

Product

Resources

About